TSPR Audit Protocols - District Leadership, Organization and Management

The District Leadership, Organization and Management chapter evaluates the leadership of the district and how effectively it puts in place systems that ensure that the district is well managed and academically successful.

I. Governance

School districts in Texas are governed by elected Boards of Trustees. Boards should focus on the decision making process, planning, and providing resources for goal achievement. To a great extent, the ability of the board to perform these duties effectively is determined by their knowledge and recognition of the separation of their role from that of the superintendent. The superintendent serves as the administrative leader responsible for policy implementation and day to day operations. An effective superintendent supports the board’s responsibility as policy maker. It is important that the superintendent work to help board members fulfil their duties by providing training opportunities and instituting procedures that facilitate effective board meetings, open communications and timely transfer of information.
Data Needs

Board meeting schedule, agendas and past minutes (including Executive)
Numbers and dates of opportunities for public input other than board meetings for prior three months
Minutes and audio and videotapes of board meetings, if available for prior three months
List of any board committees and their memberships
District policy and procedure manuals
List of languages other than English and the percentages of each as reflected in home language survey
Board members’ resumes and training records
Internal audit reports for prior 3 years
List of people requested under Community Involvement/Public Input
Copies of district publications as requested under Community Involvement/Public Input

People to Interview
Board members
Superintendent
Cabinet members
Principals
Representatives of parent teacher associations, teacher organizations, campus improvement committees, district improvement committees, business community, non profit organizations with child related focus, leaders of minority communities Attorney for the district
I.A. Board Meetings
Activities to Perform

I.A.1 Attend one or more board meetings and observe board conduct, examine and evaluate the board packet, examine and evaluate the minutes, compare the posted agenda to the meeting format, and evaluate the quality and quantity of public input.

Questions to Ask:
Are board meetings well organized? Are board meetings conducted according to established procedures and Robert’s Rules of Order? Is there a provision for adequate public input through a formal agenda item or other means for citizen comment? Are interpreters available in the predominant languages of the members of the community and for individuals with hearing impairments? How is information recorded and distributed for review?
Is the board agenda and supporting information packet that is prepared by the superintendent, disseminated within a time frame mutually agreed upon by the board and superintendent? Does the board packet contain comprehensive background information that allows the board to make well-informed decisions? Are board packets and other informational items made available on the Internet to board members? to the public?
Is there an established criteria for placing an item on the agenda (including items requested by the board or citizens)? Are executive sessions conducted in accordance with State law?
Are all meetings of the board posted in compliance with state law? How does the district use the local newspaper, a district website and public libraries to keep the community informed of board meetings, agendas, decisions and other district news?
How are minutes of the board meetings prepared and who is responsible for preparing them? Are minutes prepared in a timely manner? Are minutes complete and do they contain sufficient detail to be useful in documenting the decisions of the board? Does the district record board meetings in audio or video format? Does the district televise board meetings to the community? Does the administration use these tapes to determine follow-up actions needed to carry out board policy? Are tapes used to plan future meetings? Does the public and community have access to these tapes?
I.B. Board Governance
Activities to Perform

I.B. Prepare a chart showing each board member, any offices held on the board, year elected, term of office, the length of service and the board member’s profession and place of business.

I.B.2 Review affidavits of conflict of interest and verify compliance with conflict of interest statute.

I.B.3 Interview all board members and the superintendent. Examine public input regarding the board and the board’s relationship with the superintendent. Prepare a summary of individual interviews and compare results with the public perceptions and note any similarities or differences.

I.B.4 Examine the training records of board members and list the type and number of hours of training attended by each board member. Specifically identify orientation and training for newly elected board members, training on the board's role in budget, personnel matters, etc., seminars and workshops sponsored by regional, state, and national organizations, and special training based on identified needs of board members in addition to basic state requirements. Compare the results to the state’s guidelines and note any discrepancies.

I.B.5 Diagram the organization of the board, including any advisory, ad hoc, or standing committees of the board such as standing and/or ad hoc committees for finance, facility/building, personnel, instruction and/or other special purposes. Delineate the specific purposes of each committee, the makeup and membership of the committees, the process used to ensure fair and equal representation in the selection of committee members and any specific time limits imposed on the life of the committee.

I.B.6 Chart the path of a complaint received by a board member from a parent, district employee or other community member.

I.B.7 Prepare a list of all district provided training for board candidates and board members for the last three years.

Questions to Ask
How does the board fulfill its responsibility to represent and communicate with all citizens of the district? Are trustee elections held in accordance with state laws? Are trustee terms set so that a majority of experienced trustees hold office at all times? Are district elections, including bond elections, held at locations and set on dates that will result in the greatest voter turnout?
Does the district conduct information sessions for candidates running for the board? What type of formal orientation sessions are provided to new board members to define the role and responsibilities of a board member?
What process is used by the board to hold one another accountable for unethical or self interested behavior?
Do board members understand their roles in the district’s governance and exhibit that understanding by allowing the superintendent to manage the district's operations within the constraints set by the board? Does the board interfere in personnel decisions outside of voting on the superintendent’s recommendations? How does the board work constructively with the superintendent to resolve issues and concerns?
How do committees of the board function? Do committees contribute to an overall sense of open-government in the district? Have committees been useful in establishing trust among board members? Between the board and the administration?
Has the superintendent established an effective communication process with board members? Is there a full or part-time staff person within the administration that supports the needs of the board? How does the superintendent notify board members of serious or newsworthy events between board meetings? Do the superintendent and board members have fax and/or email access so that they can receive information quickly and in a format that is easy to review?
How does the district work with the board to ensure timely responses to concerns brought to the board by parents, employees and the community?
How does the board oversee the district’s financial resources? How does the board direct staff
regarding the information and materials the board needs to understand and consider issues with significant financial implications? What processes allow board members to review significant financial issues identified in internal audits, external audits, management evaluations, and performance reviews? What kind of training does the board receive to improve oversight of district financial resources? What mechanisms are in place to provide the board a better understanding of the long and short-range financial impact of their decisions on the fund balance?
How is academic performance data used by the board in order to determine the appropriate alignment of resources on all campuses?
How does the board solicit feedback from the public, district campus administrators and teachers when considering issues with significant financial implications?
I.C. Board Policies
Activities to Perform:

I.C.1 Prepare a list of the locations throughout the district where district policy manuals are available. Examine the board policy manual and a representative sample of policy manuals distributed throughout the district. Determine the oldest, latest and median date of updates. Document the last update and the policy area(s) of the last 10 updates. Compare a sample of policies with recent law changes and note any discrepancies. Compare the sample of manuals housed on campuses with the master copy of the manual and note any inconsistencies in the versions.

I.C.2 Prepare a diagram of the process used by the district to update district policies. Note if a policy service is being used, describe the services provided and show the cost of this service.

Questions to Ask
Are policies clear, concise and in compliance with state law? Are policies regularly reviewed and updated? Are new or revised policies disseminated in a timely manner to each board member and all other designated staff? Where are policies made available at the administration office and campus locations for use by employees and/or the public? Are policies available to staff and community members on-line? How is compliance with policy routinely monitored to ensure staff compliance? How many hard copies of policies exist in the district and how many times are they updated annually?
What policies exist that specifically pertain to the roles, responsibilities and actions of board members? Does the district have conflict of interest policies for board members? Are there nepotism policies in place for employees and board members? Are there policies regarding public input at board meetings? How do these policies encourage open communication with the public? Who ensures that the board is in compliance with these policies? How are exceptions handled?
I.D. District-Community Partnerships

Activities to Perform

I.D.1 Interview staff and prepare a list of formal and informal partnerships, interlocal agreements, collaboratives, special committees, etc. that work with the board or the administration and in one or two sentences describes the nature of the partnership.
CROSSOVER WITH COMMUNITY INVOLVEMENT

Questions to Ask
What policy and procedures address the use of district facilities by the community? Do these policies or procedures allow all taxpayers to benefit from their investment in the district? How does the board ensure that the district reaches a diverse community of business leaders, religious leaders, civic organizations, parents, and community leaders?
Does the district regularly seek innovative ways to:

build relationships within the business community and other community groups in order to gain financial or "in kind" donations?
conduct cooperative projects with other governmental bodies, educational institutions, and community or business organizations?
establish partnerships with other school districts to accomplish mutual goals?

When building partnerships, does the district use memoranda of understanding and/or interlocal agreements to ensure clear understanding and agreement among parties involved?

II. District Management

While the board sets policy, the superintendent is responsible for carrying out that policy and managing the district in the most cost effective and efficient manner possible. The goal of administration must always be to facilitate and support the instruction of students by ensuring that every possible dollar and resource is directed to the classroom.
Data Needs

Superintendent’s contract, resume and last three evaluations
District history
District directory and district and departmental organizational charts
District budgets for current and preceding year including updates
Campus Report Cards
List of contracted, cooperative and partnership services
PIEMS Budgeted Expenditure Report
Legal contracts, procedures and expenditures for current and prior year
A list of any grievances filed with TEA, the Secretary of State, law enforcement agencies or the courts against the district, the board or individual board members in the prior three years
Copy of legal liability insurance policy
Campus budgets
Site-based decision-making (SBDM) information including configuration of committees, a listing of district and campus based improvement committee members with addresses and phone numbers, policies or procedures pertaining to SBDM and copies of any SBDM plans, manuals, and training documents.

People to Interview
Board Members
Superintendent
Cabinet members – high ranking administrators·
Principals
Representatives of teacher organizations, campus improvement committees and district improvement committees
II.A. Superintendent Hiring, Contracting and Evaluation
Activities to Perform

II.A.1 Examine the superintendent’s contract and outline the terms and conditions of the contract including a history of renewals. Outline all performance components and terms that might protect the district from the necessity of "buying" out the contract if either the district or the superintendent wants to separate?
II.A.2 If a recent superintendent search or hiring process was conducted in the district, outline the process used by the district and evaluate the effectiveness of the process.
II.A.3 Examine the last three board evaluations of the superintendent and assess whether expectations defined clear and measurable goals and objectives, and whether the superintendent was given honest and meaningful feedback based upon progress toward expectations.
II.A.4 Chart the support services and other resources provided by the district to support board duties. Identify the staff and number of hours worked a week for board or individual members.

Questions to Ask
Does the superintendent acknowledge his position as chief executive officer for the district by:

Making recommendations for all personnel actions based on input from campus administrators or other appropriate staff?
Making other recommendations to the board regarding operation of the district including an annual budget?
Attending all meetings of the board?
Recommending policies to the board?
Implementing adopted board policies?
Establishing a process to communicate regularly with the board to keep them informed of district activities?
Delegating authority when appropriate?
Coordinating the implementation of procedures regarding district operations?

Does the superintendent actively participating in local, regional and national school administration associations?
Does the superintendent provide necessary support for the board to perform its function by :

Providing staff to record meetings and minutes, schedule appointments and maintain files?
Assigning appropriate staff to research and respond to information requests from the board?
Providing budgetary resources for participation in training and professional development seminars including travel and tuition costs?

II.B. Central Office Organizational Structure
Activities to Perform

II.B.1 Review organizational chart(s) and interview staff to determine if the organizational structure depicted on the chart(s) reflects the actual organization of the district, and document if it has been changed one or more times in the recent past or if change is anticipated in the near future and why.

II.B.2 Based upon the district’s actual central office organizational structure and staffing, including support staff, prepare a written evaluation demonstrating whether the structure ensures:

Appropriate spans of controls?
Clearly defined units and lines of authority that are reflected in both the district’s organizational charts and job descriptions?
Minimal management layers that encourage communication and decision-making
Direct and accessible support for all campuses and auxiliary programs
Accountability at all levels within the organization

Questions to Ask
Does the district conduct periodic reviews to minimize administrative layers and processes?
Has the district clearly assigned authority to campus administrators for the effective and efficient supervision of instruction, instructional support, and other assigned responsibilities, including consideration of site-based decision making and other organizational alternatives? Does the district’s central administration support and facilitate the work of teachers and campus administrators?
II.C. Procedures
Activity to Perform

II.C.1 Review the administrative procedures manual or departmental procedure manuals and by functional area prepare a chart showing whether the procedures are: complete, up-to-date, and reflect or are linked to board policy.

II.C.2 Prepare a diagram of the process used by the district to implement and update district procedures including staff responsible for each step along the way. Include a list of locations where procedure manuals are available.

Questions to Ask
How does management ensure that policies are translated into operating procedures and are adhered to? Do administrators review and update procedures annually or on some other cycle? Who is responsible for ensuring that each department or operating unit develops procedures?
Is formal staff training provided on district procedures?
Is there a process for procedure revision that is clearly defined and allows for staff input? How are revised policies incorporated into operating procedures?
II.D.Legal Services
Activity to Perform

II.D.1 Examine the actual expenditures, current year’s budget and invoices for legal services for the last 1-2 years, as available, and create a chart that shows the name of the in-house attorney or external law firm that represent the district, the nature of the work done by each firm, and the amount paid to each firm.

II.D.2 Create a list of major lawsuits, judgements or litigation and show the associated costs and current status.

II.D.3 Determine the terms and conditions of any existing legal liability insurance contracts.

Questions to Ask
Does the district use cost-efficient legal services to keep abreast of changes in the law, review policy, provide representation in legal actions and reduce the risk of lawsuits? Does the district employ an attorney (either in-house, on a retainer, or in a cooperative arrangement with another district) with the primary responsibility of advising the board, reviewing policy and reducing the risk of lawsuits? Is legal counsel available to the board in a timely manner?
Does the district use an organized evaluation process to determine the circumstances under which outside counsel should be used with cost effectiveness as a consideration? Has the district established a system to review legal costs to determine whether it is more cost-efficient and practical to have a staff attorney or to contract out for legal services on an as-needed basis?
Does the district use a tracking system that alerts of pending deadlines, produces reports for the board and categorizes types of legal actions?
Is the district paying for legal liability insurance that protects itself from catastrophic litigation costs? Does the district routinely request cost proposals for legal services? Is the district paying a fair market rate for legal services? Who is responsible for monitoring legal bills using billing rates, number of hours billed, nature of work performed and the individual performing the service?
II.E.Campus Administration and Site-Based Decision Making
Activity to perform

II.E.1 Examine SBDM documents to determine if the SBDM process includes:

Legally established and staffed SBDM committees at each campus and at the district level?
Effective campus and school district planning for the purpose of improved student performance?
Clearly defined roles and responsibilities?
Community and parental involvement in the school improvement process?
Clearly established accountability parameters for student performance?
Improved communication and information flow?
Consensus-based, decision making?
Pervasive and long-range commitment to implementation?
Flexibility at the campus level in the allocation and use of both human and fiscal resources?

II.E.2 Prepare a chart by campus showing the number of principals, assistant principals, counselors, secretaries, clerks and other campus administrative staff. Compare the staffing levels by campus and grade level with staffing standards and districtwide allocation formulas and note discrepancies.

Questions to Ask
Has SBDM produced increased staff productivity and satisfaction and less teacher turnover?
Does SBDM have the support of both the school board and the superintendent? Does the district provide extensive and continuous training before and during implementation within the school district? What type of training is provided?
Is an extensive amount of time spent changing role definitions, training school district staff, educating the community, establishing objectives, developing and implementing programs and monitoring program success? Do campuses have access to accurate information so that they can establish objectives and develop and implement programs to meet those objectives?
What is the board’s role in site-based decision making? What is the superintendent’s role? How do they strive to decentralize decisions to the campus level and solicit the input of stakeholders in the decision making process?
Do principals develop their respective school’s site-based decision making policies and procedures as well as its campus improvement plan? How do teachers, parents, students and community representatives provide input for their respective school’s site-based decision making policies and procedures and campus improvement plan?

Are goals determined on a campus level from a campus needs assessment and outcome data?
Are activities based on goals and are they initiated and directed by the campus staff with measurable outcomes? To what extent is budget development and allocation of resources campus-controlled?
Are staff selection criteria guided by standards developed by a campus within the context of state and district guidelines? Is the campus organization structure arranged functionally to encourage and facilitate shared decision-making and input? Does campus staff verify that site-based decision making is established and working?

III. Planning and Evaluation

State law requires districts to insure that careful planning and evaluation occur at the campus and district level. A district with a strategic plan that has received broad-based input and has well defined goals will be better able to attain state standards in respect to academic excellence indicators. Evaluation of a district’s programs allows the board and administrators to gauge the success of each program by determining if key objectives and results were obtained and if the benefits merit the costs. Planned programmatic changes can then be made based on those results.
Data Needs

District mission, strategic plan and goals
Description of the strategic planning process
Copies of all planning documents including District Improvement Plan (DIP), Campus Improvement Plans (CIPs), Facility Plan (FP) including district owned sites and growth projections specific to each attendance area in the district and Technology Plan (TP) as requested under Computers and Information Technology
Program evaluation schedule
Copies of all external audits, reviews, reports, surveys and survey results submitted by outside consultants in the past three to five years.

People to Interview
Board members
Superintendent
Cabinet members
Principals
Representatives of parent teacher associations, teacher organizations, campus improvement committees, district improvement committees, business community, child related non-profit organizations
Members of Facilities committee if one exists
III.A. Planning
Activities to Perform

III.A.1 Using copies of all district planning documents including District (DIP) and Campus Improvement Plans (CIP), Strategic Plans, Facility Master Plans, Technology Plans and the like determine the nature and scope of each plan, the time frame of the plan, and the process by which the plan was developed.

III.A.2 Using the compiled planning documents, create a chart to show whether each plan contains board approved goals, objectives, implementation strategies, assignments of responsibilities, links to the annual budget, annual monitoring activities, and the like. In addition, evaluate how the goals, objectives and strategies of each plan are linked to each other and the budget, the assignment of responsibility for implementation, and the process by which the plan’s implementation is monitored.

III.A.3 Conduct a comparative analysis of campus performance data to the district’s allocation of resources in order to determine if academic performance data is being used to determine the appropriate alignment of resources on all campuses? Compare findings to that of comparable districts.

Questions to Ask
Are the goals of peripheral plans compatible with the Strategic Plan? Is the DIP aligned with CIPs? Does the Budget reflect Goals, Strategic Plan, Facility Plan, Technology Plan, etc.?
Does the board establish annual goals and undertake a formal planning process? Does the board and superintendent conduct annual goal setting and planning sessions? Is the board involved in adopting annual goals to improve the district’s programs and operations?
How are district plans and goals publicized? Is the district reviewing progress of goal achievement regularly, or at least once a year? Is a priority placed on instructional program goals and student achievement goals? Are essential resources dedicated for goal achievement?
Are the Board of Trustees, superintendent and other administrative staff involved in developing a multi-year strategic plan for the district? Does strategic planning include these components: general administration, education (including instruction), evaluation and student services, business operations, personnel operations, communications and parent and community involvement?
Are demographic projections collected from verifiable sources? Do plans include full disclosure of the fiscal impact of policy or programmatic changes? Has the district done a future needs analysis and an evaluation of future capability in each functional area? Is there a documented process for measuring progress toward its goals? Are there direct ties to annual budgets? Does the system of annual reviews and updates keep pace with ever changing needs? Has the district developed a technology plan that realistically meets the projected demographic needs and academic goals of the district within budget constraints and policy guidelines?
Has the district allocated adequate resources to develop and implement a realistic long-range master plan for educational facilities? Will the plan meet the projected needs of the district as anticipated through demographic study? Was a standing committee comprised of a broad base of school district employees and community members involved in the planning process?
Does the district use a system to select and acquire proper school sites in a timely manner using school site selection criteria to ensure schools are located to serve the proposed attendance area economically, with maximum convenience and safety? Is there a system to assess sites that also evaluates fair market value? Is there a process to systematically determine the student capacity and educational adequacy of existing facilities and evaluates alternatives to new construction? Does the district seek donated land from developers?
III.B. Program and Service Evaluations
Activities to Perform

III.B.1 Examine any formal or informal program or services evaluation processes. Determine what staff perform specific evaluations, whether the evaluations are required by state or federal law, whether evaluation activities are prioritized, and if so, by what methodology (e.g., board policy, student needs, etc.)

Questions to Ask
Does the district regularly review and use evaluation results to improve the performance and cost efficiency of its major educational and operational programs? Are these evaluations used when deciding to keep or replace educational programs?
How are non-educational programs evaluated? Does the board conduct an annual self-evaluation? Does the district regularly evaluate the food service program based on established benchmarks and implement improvements to increase revenue and reduce costs? Does the district regularly monitor and evaluate its self-insurance program to ensure the feasibility of its self-insured coverage?
Do locally developed board policies require district management to conduct periodic program evaluations? Is a program evaluation schedule presented annually to the Board of Trustees?
Are long-range plans for program evaluation reviewed and revised annually?
Is there a periodic review of all district programs? Are procedures for review and evaluation of district programs and services published and disseminated? Are evaluations of program and services reviewed with staff before the next year's planning process? Are program and services evaluation results shared with the Board of Trustees, and where appropriate, advisory committees? Is cost data reviewed and compared with program and service objectives and results?
How does the board and administration review TEA campus ratings, evaluations and monitoring initiatives? What is the decision making process regarding the types and number of internal/external special audits completed each year? How does the board and administration ensure that they receive an annual external audit and use the audit to improve operations?
What reports have been prepared by external groups? How are the results tracked and reported?
Has the district established an internal audit function that:

Provides assurances that the internal control processes in the organization are adequately designed and functioning effectively?
Offers recommendations and counsel to management that improve process performance?
Reports directly to the board and is independent of influence by district administration?

CROSSOVER WITH COMMUNITY INVOLVEMENT
What staff and procedures are in place that encourage and facilitate the evaluation of potential cost savings alternatives such as outside contracting and privatization?
Does the district make itself accountable to parents and other taxpayers by:

Having clearly stated goals and measurable objectives for its major educational and operational programs?
Using appropriate performance and measures to evaluate its major educational and operational programs and using these in management decision-making?
Setting performance benchmarks for its major educational and operational programs that may include appropriate standards from comparable school districts, government agencies, and private industry?
Reporting on the performance and cost efficiency of its major educational and operational programs to ensure accountability to parents and other taxpayers?

Has the district established and implemented strategies to continually assess the reliability of its data?
Are customer satisfaction (internal and external) surveys conducted by the district?

IV. Review and Evaluation of Contracting Process

District management functions such as staff development and legal services can be purchased or contracted for through private companies or interlocal agreements with neighboring districts or other governmental entities. It is important to regularly evaluate whether there are goods or services that can be obtained from the private sector at a lower cost, higher quality or both. It is equally important to continually evaluate existing contracts to determine if the district is getting the best value possible through the contracting arrangement. This evaluation process is discussed in great detail in the Purchasing Module, Section IV. Contract Processes and Section V. Yellow Pages Test.

I.B.	Prepare a chart showing each board member, any offices held on the board, year elected, term of office, the length of service and the board member’s profession and place of business.
I.B.2	Review affidavits of conflict of interest and verify compliance with conflict of interest statute.
I.B.3	Interview all board members and the superintendent. Examine public input regarding the board and the board’s relationship with the superintendent. Prepare a summary of individual interviews and compare results with the public perceptions and note any similarities or differences.
I.B.4	Examine the training records of board members and list the type and number of hours of training attended by each board member. Specifically identify orientation and training for newly elected board members, training on the board's role in budget, personnel matters, etc., seminars and workshops sponsored by regional, state, and national organizations, and special training based on identified needs of board members in addition to basic state requirements. Compare the results to the state’s guidelines and note any discrepancies.
I.B.5	Diagram the organization of the board, including any advisory, ad hoc, or standing committees of the board such as standing and/or ad hoc committees for finance, facility/building, personnel, instruction and/or other special purposes. Delineate the specific purposes of each committee, the makeup and membership of the committees, the process used to ensure fair and equal representation in the selection of committee members and any specific time limits imposed on the life of the committee.
I.B.6	Chart the path of a complaint received by a board member from a parent, district employee or other community member.
I.B.7	Prepare a list of all district provided training for board candidates and board members for the last three years.

II.A.1	Examine the superintendent’s contract and outline the terms and conditions of the contract including a history of renewals. Outline all performance components and terms that might protect the district from the necessity of "buying" out the contract if either the district or the superintendent wants to separate?
II.A.2	If a recent superintendent search or hiring process was conducted in the district, outline the process used by the district and evaluate the effectiveness of the process.
II.A.3	Examine the last three board evaluations of the superintendent and assess whether expectations defined clear and measurable goals and objectives, and whether the superintendent was given honest and meaningful feedback based upon progress toward expectations.
II.A.4	Chart the support services and other resources provided by the district to support board duties. Identify the staff and number of hours worked a week for board or individual members.

II.C.1	Review the administrative procedures manual or departmental procedure manuals and by functional area prepare a chart showing whether the procedures are: complete, up-to-date, and reflect or are linked to board policy.
II.C.2	Prepare a diagram of the process used by the district to implement and update district procedures including staff responsible for each step along the way. Include a list of locations where procedure manuals are available.

II.D.1	Examine the actual expenditures, current year’s budget and invoices for legal services for the last 1-2 years, as available, and create a chart that shows the name of the in-house attorney or external law firm that represent the district, the nature of the work done by each firm, and the amount paid to each firm.
II.D.2	Create a list of major lawsuits, judgements or litigation and show the associated costs and current status.
II.D.3	Determine the terms and conditions of any existing legal liability insurance contracts.

III.A.1	Using copies of all district planning documents including District (DIP) and Campus Improvement Plans (CIP), Strategic Plans, Facility Master Plans, Technology Plans and the like determine the nature and scope of each plan, the time frame of the plan, and the process by which the plan was developed.
III.A.2	Using the compiled planning documents, create a chart to show whether each plan contains board approved goals, objectives, implementation strategies, assignments of responsibilities, links to the annual budget, annual monitoring activities, and the like. In addition, evaluate how the goals, objectives and strategies of each plan are linked to each other and the budget, the assignment of responsibility for implementation, and the process by which the plan’s implementation is monitored.
III.A.3	Conduct a comparative analysis of campus performance data to the district’s allocation of resources in order to determine if academic performance data is being used to determine the appropriate alignment of resources on all campuses? Compare findings to that of comparable districts.